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Unit outline_

CIVL6455: Engineering Behaviour of Soils

Semester 1, 2023 [Normal evening] - Camperdown/Darlington, Sydney

This is an advanced soil mechanics course. It is concerned with the mechanical stress, strain, strength behaviour and the application of this knowledge in geotechnical engineering. The course includes an introduction to critical state soil mechanics, which is used to assist with the interpretation of soil data, and to enable prediction of ground behaviour. The course uses the critical state framework to provide a firm basis for an understanding of the stress, strain, strength behaviour of all soils, and to enable a rational approach to the selection of parameters for use in geotechnical design.

Unit details and rules

Academic unit Civil Engineering
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
CIVL5455
Assumed knowledge
? 

[CIVL2410 OR CIVL9410] AND [CIVL3411 OR CIVL9411]. A knowledge of basic concepts and terminology of soil mechanics is assumed. Experience with geotechnical practice in estimating parameters from field and laboratory data would be useful but not essential

Available to study abroad and exchange students

No

Teaching staff

Coordinator Itai Einav, itai.einav@sydney.edu.au
Tutor(s) David Riley, david.riley@sydney.edu.au
Type Description Weight Due Length
Tutorial quiz Quiz 1
In-class assessment.
10% Week 04
Due date: 13 Mar 2023 at 18:00
1 hour
Outcomes assessed: LO1 LO2
Assignment Assignment 1
Integrating constitutive models
30% Week 08
Due date: 21 Apr 2023 at 23:59
20 hours
Outcomes assessed: LO2 LO3 LO7
Online task Quiz 2
In-class assessment.
20% Week 13
Due date: 22 May 2023 at 19:00
2 hours
Outcomes assessed: LO4 LO7 LO6
Assignment Assignment 2
Computational soil mechanics assignment.
40% Week 13
Due date: 26 May 2023 at 23:59
30 hours
Outcomes assessed: LO4 LO5 LO7

Assessment summary

The assessment contains project-based assignments and report writing. 

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Present an oustanding understanding of taught material, and can extend it to new domains

Distinction

75 - 84

Show a solid understanding of taught material, and can draw links to new domains

Credit

65 - 74

Show a solid understanding of taught material, but cannot extend ideas

Pass

50 - 64

Marginally pass the learning outcomes of the unit

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% per day.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 1. Introduction; 2. Soil state Lecture (3 hr) LO1
Week 02 Working with tensors Lecture and tutorial (3 hr) LO3
Week 03 Experimental soil behaviour Lecture and tutorial (3 hr) LO1 LO6
Week 04 Soil elasticity Lecture (3 hr) LO3 LO4
Quiz #1 (starting on 5pm of 22 May) Tutorial (1 hr) LO1
Week 05 Elastoplasticity Lecture and tutorial (2 hr) LO3 LO4
Week 06 Clay elastoplasticity Lecture and tutorial (3 hr) LO3 LO5
Week 07 Sand elastoplasticity Lecture and tutorial (3 hr) LO3 LO5
Week 08 Project #1 due (by 23:59 of 21 April) Project (20 hr) LO3 LO5 LO7
Soil hypoplasticity Lecture and tutorial (3 hr) LO3 LO7
Week 10 Constitutive models in FEM Lecture and tutorial (3 hr) LO4 LO5 LO7
Week 11 Engineering of unsaturated soils Lecture and tutorial (3 hr) LO1 LO4 LO6
Week 12 Review Lecture (3 hr) LO1 LO3 LO4 LO6 LO7
Week 13 Quiz #2 (starting on 5pm of 22 May) Lecture and tutorial (1 hr) LO1 LO4 LO6 LO7
Project #2 due (by 23:59 of 26 May) Project (30 hr) LO4 LO5 LO7

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. develop an understanding of what determines the state of soil and its behaviour
  • LO2. Describe and manipulate tensorial state variables such as stress and strain
  • LO3. develop an ability to integrate incrementally constitutive models for soil including elasticity, elastoplasticity and hypoplasticity.
  • LO4. explain how to select models for predicting soil behaviour in practice, and evaluate their limitations
  • LO5. adopt a variety of soil models (Tresca, Drucker-Prager, Modified Cam Clay, etc) to produce meaningful predictions for geotechnical applications
  • LO6. develop an understanding of the role of water in saturated and unsaturated soils
  • LO7. engage with alternative possible interpretations of the same results, critically examine the merits of each and draw appropriate conclusions

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Stage 1 Competency Standard for Professional Engineer (UG) - EA
1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.2 (L1). Mathematical and computational methods. (Level 1- Contributing to required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.5 (L1). Discipline context knowledge. (Level 1- Contributing to required standard) Knowledge of contextual factors impacting the engineering discipline.
LO3
Stage 1 Competency Standard for Professional Engineer (UG) - EA
1.1 (L3). Scientific knowledge. (Level 3- Exceeding required standard) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.2 (L3). Mathematical and computational methods. (Exceeding required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.3 (L3). Specialist discipline knowledge. (Level 3- Exceeding required standard) In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.4 (L3). Discipline research knowledge. (Level 3- Exceeding required standard) Discernment of knowledge development and research directions within the engineering discipline
1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline
2.1 (L2). Complex problem-solving. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of established engineering methods to complex engineering problem solving
2.2 (L2). Use of engineering techniques, tools and resources. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Techniques, tools and resources
LO4
Stage 1 Competency Standard for Professional Engineer (UG) - EA
1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.5 (L3). Discipline context knowledge. (Level 3- Exceeding required standard) Knowledge of contextual factors impacting the engineering discipline
1.6 (L2). Discipline professional practice knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline.
LO5
Stage 1 Competency Standard for Professional Engineer (UG) - EA
1.2 (L2). Mathematical and computational methods. (Level 2- Attaining required standard (Bachelor Honours standard)) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.4 (L2). Discipline research knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Discernment of knowledge development and research directions within the engineering discipline
1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline
1.6 (L2). Discipline professional practice knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline.
2.1 (L2). Complex problem-solving. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of established engineering methods to complex engineering problem solving
2.2 (L2). Use of engineering techniques, tools and resources. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Techniques, tools and resources
2.3 (L2). Engineering design. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Application of systematic engineering synthesis and design processes.
LO6
Stage 1 Competency Standard for Professional Engineer (UG) - EA
1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.2 (L2). Mathematical and computational methods. (Level 2- Attaining required standard (Bachelor Honours standard)) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.4 (L2). Discipline research knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Discernment of knowledge development and research directions within the engineering discipline
1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline
LO7
Stage 1 Competency Standard for Professional Engineer (UG) - EA
1.1 (L2). Scientific knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.2 (L3). Mathematical and computational methods. (Exceeding required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.3 (L2). Specialist discipline knowledge. (Level 2- Attaining required standard (Bachelor Honours standard)) In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.5 (L2). Discipline context knowledge. (Level 2- Attaining required standard (Bachelor Honours standard AQF8)) Knowledge of contextual factors impacting the engineering discipline

This section outlines changes made to this unit following staff and student reviews.

The UoS has been reshaped to offer students with a more mathematical way of understanding the engineering behaviour of soils, while retaining a practical glimpse into how this knowledge could be used using the finite element method. This also better reflects the skills I have as a brand new lecturer of this UoS.

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